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RESEARCH Home / Insights / Research / Research at the Center The Rutgers Center for Effective School Practices has decades of experience conducting rigorous research as well as research-informed programming and evaluation initiatives across educational contexts. Our research collaborators and client partners include school districts, schools and institutions, professional development providers, educational content and curricula creators, university consortia, health educators, industry- and discipline-specific associations, workforce development entities, and learning-related practitioners. Drawing on expertise in study design, mixed methods research, and data analytics, the center regularly leads and collaborates on multidimensional projects that address diverse professional needs. Our research services target problems of practice – as well as opportunities – related to program management, assessment, and organizational effectiveness, among other areas. We are in constant pursuit of greater understanding about research and evaluation best practices, and we critically assess our own work so as to continuously optimize our research value and to support the field of research overall. Explore our research publications and presentations in the sections below. Contact us to discuss research topics or collaboration opportunities. Featured Research This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Six-Year Study of High School Computer Science Participation Rutgers CESP Research Brief The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Job-Embedded Professional Development Programs in Rural Schools Published through 100Kin10 Grand Challenges Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Lit Review Explores Online Professional Learning Communities Published by the Institute of Education Sciences Research Archive Year Title Authors Description 2025 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. 2025 Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! David J. Amiel, Cristin Sedelmaier, & Frances P. Trees A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. 2025 Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This study tracks CS participation across high school cohorts, finding modest overall growth but persistent demographic disparities, suggesting current trajectories won't achieve equity without targeted interventions. 2025 A University-led Computer Science Education Summit: Meeting the Moment with Actionable, Relevant, and Timely Explorations Cynthia L. Blitz, Fran Trees, David J. Amiel, and Daryl Detrick This paper explores the development of the 2024 Rutgers University Computer Science Summit and how it’s content and structure were designed meet its goals. 2025 High School Computer Science Participation: A 6-Year Enrollment Study Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. 2025 Building Elementary Computer Science Educators' Capacity: A Workshop to Improve Content and Pedagogical Knowledge David J. Amiel, Cynthia L. Blitz, & Taylor G. Clough Planning a professional development workshop for elementary educators who are delivering computer science education as part of their school-based curricula is the focus of this journal article. 2024 Integrating Curricular Resources into Computer Science Classrooms David J. Amiel, Frances P. Trees, & Cynthia L. Blitz How to find, select, use, and share computer science education lesson plans, worksheets, activities, slides, projects, and other curricular resources is the focus of this presentation. Page 1 of 7

PROJECTS Home / Insights / Projects / Projects at the Center In addition to our work providing services to teams, school districts, and other organizations, Rutgers CESP also leads or partners on a number of projects spanning multiple domains. Thanks to the center's highly skilled team and decades of experience, Rutgers CESP frequently secures funding from local, state, and federal government agencies as well as private corporations and foundations. Since 2010, Rutgers CESP has secured over $22 million of funding through competitive awards and contracts, developing an expansive portfolio of research grants, program evaluations, and other initiatives to support practitioners and other professionals within and beyond education. Explore a selection of the center's projects below. We are an agile team, well positioned to identify and respond to intersectional problems of practice in many contexts, from education and educational policy to workforce development, public health, training programs, and beyond. If you are searching for an experienced and thoughtful partner for your next grant, or looking to bring a project to fruition, let's connect . Educational Research, Practice, & Policy Extending the Computer Science Pipeline: Enhancing Rigor and Relevance in Middle School Computer Science 2021-2026 U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. The Computer Science Teaching and Learning Collaboratory (CS-TLC) 2018-2022 National Science Foundation A researcher-practitioner partnership between NJ and PA school districts and Rutgers, CS-TLC aims to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum 2018-2022 National Science Foundation iStronG involved development and implementation of the curriculum as well as training for college access professionals (program staff from four Upward Bound programs) who would be teaching and working with students. Leadership & iSTEAM for Females in Elementary School (LiFE) 2018-2021 National Science Foundation CESP served as external evaluator for LiFE by gathering data to inform the project team about needs and effective practices to share successes and improve project effectiveness. Diverse Teachers for Diverse Schools 2018-2020 New Jersey Department of Education Influenced by research demonstrating gains in learning for minority students taught by teachers from similar backgrounds, this collaboration with a consortia of charter schools addressed teacher recruitment, mentoring, and induction strategies. Regional Education Laboratory Mid-Atlantic (RELMA) 2012-2017 Institute of Education Sciences Dr. Blitz served as the Research Alliance (RA) Task Lead, fostering partnerships with regional stakeholders. Training & Development Biomedical Excellence Achieved through Coaching Networks (BEACON) 2023-2028 National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Rutgers Computer Science Education Professional Learning Hub 2021-2022 New Jersey Department of Education The center collaborated with the university’s computer science department to establish, maintain, and expand a central New Jersey-based hub offering access to differentiated and sustained computer science education professional learning opportunities. New Jersey Early Learning Training Academy (NJ-ELTA) 2014-2016 New Jersey Department of Education This professional development initiative aimed to create and deliver research-based training and technical assistance to early childhood educators and key stakeholders throughout the state. Formative Assessment 2013-2015 New Jersey Department of Education A two-year Formative Assessment program was designed to support the increasing need to improve New Jersey educators’ data literacy related to assessment-driven English Language Arts (ELA) instruction. Common Core Academy 2013-2013 New Jersey Department of Education The center developed, coordinated, and implemented a week-long professional learning event that provided training to more than 230 New Jersey teachers and administrators on the practical application of the Common Core State Standards. Health & Public Policy Employment, Development, Guidance, and Engagement (EDGE) 2022-2025 N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) 2019-2031 National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking 2019-2022 William T. Grant Foundation The project’s primary goal was to collaborate with the National Alliance on Mental Illness – New Jersey, an established patient advocacy organization, to produce and disseminate research relevant to implementing universal screening for adolescent depression in public schools. Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers 2017-2018 Patient-Centered Outcomes Research Institute (PCORI) This project was intended to better understand the experiences of patients suffering from end-stage renal disease, their caregivers, and their healthcare providers in acquiring, receiving, and communicating information about treatment options and decision-making.

Back to Research Navigating and Selecting Tools for Distance Education Cynthia L. Blitz, Vivian Allen, David J. Amiel, & Margaret Incantalupo This presentation from the CSTA 2021 Annual Conference addresses the critical challenge of helping computer science teachers effectively navigate the overwhelming abundance of online educational resources, particularly in the context of distance learning that emerged during the pandemic. Created by researchers from Rutgers University's Center for Effective School Practices in collaboration with educator Margaret Incantalupo from Sparta Township Schools, the presentation provides a systematic framework for finding, adapting, and implementing digital tools to promote learning, justice, and engagement in computer science education. The presentation outlines practical strategies across three main areas: finding resources through advanced Google search techniques, peer collaboration, student input, and effective advocacy with administrators; adapting resources by gauging student understanding, ensuring standards alignment, and adding collaborative elements; and implementing various educational platforms and tools effectively in the classroom. Special emphasis is placed on a six-step advocacy process for securing needed resources from school leadership, involving research, meeting scheduling, clear proposals, educational rationale, financial planning, and consistent follow-up. Throughout the framework, the presenters emphasize the importance of equity and inclusion, recognizing that effective resource selection must consider diverse student populations varying across race, socioeconomic status, academic performance, and prior computer science experience. The work represents findings from the Computer Science Teaching & Learning Collaboratory, a research-practice partnership involving 15 diverse school districts across New Jersey and Pennsylvania, demonstrating how research-backed strategies can be successfully implemented in real classroom settings to reach all learners through innovative approaches to distance education. July 2021 Computer Science Teachers Association (CSTA) 2021 Annual Conference Virtual Event Framework for CS teachers to find, adapt & use online resources effectively in distance learning, emphasizing equity & systematic advocacy for tools that promote engagement across diverse populations. Citation Blitz, C. L., Allen, V., Amiel, D. J., & Incantalupo, M. (2021, July). Navigating and Selecting Tools for Distance Education [Poster presentation]. Computer Science Teachers Association (CSTA) 2021 Annual Conference, Virtual Event. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

RESOURCES Home / Insights / Resources / Professional Resources Our center’s commitment to building the capacity of education stakeholders to develop and deliver high-quality, evidence-based instruction and learning opportunities is a point of pride. To support and shape best practices within and beyond educational contexts, the Center for Effective School Practices creates professional resources that aim to bolster practitioners’ abilities to improve learning among individuals, teams, groups, and entire institutions. Featured Resource Explore and Compare Introductory Computer Science Curricula Explore and Compare Introductory Computer Science Curricula This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. Access the Resource Resource Collection Many of the resources listed here were developed in alignment with the center’s recent focus on scalable mechanisms for improving computer science education across the K-12 continuum. You also will find resources for recruiting schools to participate in research. Explore these sets of practitioner-facing resources, such as lesson packages, curricula development guides, professional development content, and other ready-to-use materials. We will continue to post new resources on this webpage, so check back often and follow our center on social media for updates. Year Resource Description Tags 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. computer science education; entrepreneurship; curriculum resource; interdisciplinary learning 2024 School Recruitment Resource Packet This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. research; schools and districts; outreach and engagement 2024 Middle School Introductory Computer Science Curriculum Crosswalk This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. computer science; course and curriculum planning; online tool 2024 Computing Concepts: A Four-Part Professional Development Video Series for Middle School Educators At-your-own-pace video modules in this four-part professional development series include: Impacts of Computing, Networks, The Internet, and Protocols. computer science; professional learning; videos 2023 CS Professional Learning: A Ready-To-Use Component Library These professional development resources – slides, facilitator notes, and ready-to-implement materials – are designed for those who are teaching and training others to deliver computer science education. computer science; professional learning; videos Page 1 of 3

Back to Research RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory Perspectives from Cynthia L. Blitz, Vivian Allen, Ria Galanos, Terri Evans, Nicole Norfles, & Frances P. Trees The Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) spotlight presents a research practice partnership designed to address underrepresentation and disparities in computer science education. The NSF-funded project, launched in 2018, partnered with school districts in New Jersey and Pennsylvania with the core belief that supporting teacher capacity through professional learning and collaborative partnerships would enable educators to better meet the needs of their diverse student bodies. The project emphasized involving both teachers and administrators to ensure sustainable change beyond individual classrooms, and during 2020, it pivoted to focus more on engaging all students in remote computer science education in response to the pandemic. The project implemented a comprehensive support system including monthly research practice partnership meetings, online discussion boards, asynchronous professional development modules based on CSTA standards, and annual summer institutes. Through extensive data collection including teacher and administrator surveys, key informant interviews, and regular feedback sessions, the project sought to identify best practices for increasing CS educator capacity, facilitating productive relationships among educators across districts, and understanding sustainable mechanisms for knowledge sharing. The spotlight concludes with three key strategies for CS education: bringing administrators to the table as valuable partners, providing professional development at teachers' own pace, and remaining curriculum-agnostic to complement existing CS resources rather than creating restrictive learning experiences. September 2021 RPPforCS Spotlight | SageFox Consulting Group A spotlight on the CS-TLC, an NSF-funded researcher-practitioner partnership (RPP) formed to address persistent disparities in student participation and performance in computer science education. Citation Blitz, C. L., Allen, V., Galanos, R., Evans, T., Norfles, N., & Trees, F. P. (2021, September 17). RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC). RPPforCS, SageFox Consulting Group . https://www.sagefoxgroup.com/rppforcs-resources View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk Nancy Wolff, Jing Shi, Cynthia L. Blitz & Jane Siegel This comprehensive research study examines the critical issue of sexual victimization within American prisons, addressing both the prevalence of such incidents and the factors that elevate an inmate's risk of becoming a victim. The study represents one of the most extensive empirical investigations into prison sexual victimization, analyzing self-reported data from approximately 8,000 inmates across 14 facilities operated by a single state prison system, including 12 male general population prisons, one male sex offender treatment facility, and one female facility. The research reveals that while sexual assault remains a relatively uncommon occurrence across all facility types, with rates generally below 5% over a six-month period, the experience of abusive sexual contact is more prevalent. The study found significant variation in victimization rates depending on the type of facility, perpetrator (inmate versus staff), and specific form of sexual victimization examined. The findings demonstrate that certain inmate characteristics consistently elevate the risk of sexual victimization, including prior sexual victimization before age 18, mental health disorders, younger age, and specific demographic factors. Key predictors of inmate-on-inmate sexual victimization among the general male population included mental health disorders, prior sexual victimization, higher education levels, and perceptions of high gang activity within the facility. For staff-on-inmate victimization, risk factors included younger age, African American race, violent crime convictions, and prior sexual abuse. Among female inmates, the most significant predictors were prior sexual victimization and perceptions of gang activity. The research emphasizes that inmates who experienced sexual victimization prior to age 18 were approximately three to five times more likely to report sexual victimization inside prison during the study period. The study's implications extend beyond academic research to practical prison management and policy development. The authors argue that these risk factors should be treated as markers similar to medical risk indicators, informing classification schemes and placement strategies to protect vulnerable inmates. The research supports the need for reliable monitoring systems, scientific measurement methods, and comprehensive staff training to achieve the "zero tolerance" policies advocated by legislation such as the Prison Rape Elimination Act of 2003. September 2007 Criminology & Public Policy | Volume 6, Issue 3 DOI: 10.1111/j.1745-9133.2007.00452.x Research examining factors that predict sexual victimization risk in prison settings, analyzing data from approximately 8,000 inmates across multiple facilities to identify vulnerable populations. Citation Wolff, N., Shi, J., Blitz, C. L., & Siegel, Ja. (2007). Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk. Criminology & Public Policy , 6 (3), 535–564. https://doi.org/10.1111/j.1745-9133.2007.00452.x View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Student Engagement as Effective Means to Knowledge Transfer and Retention Gerald Zahorchak & Cynthia L. Blitz This presentation discussed student engagement as an effective means for knowledge transfer and retention, emphasizing that "transfer is remarkably hard to achieve" and highlighting the importance of understanding how humans remember and learn. The session covered four key areas: how humans remember (including the Ebbinghaus Forgetting Curve), four types of assessments (diagnostic, formative, interim, and summative), formative assessment strategies and their implementation, and the critical role of feedback in learning. The presenters explored Dylan Wiliam's five formative assessment strategies, including clarifying learning intentions, engineering effective classroom discussions, providing meaningful feedback, activating learners as instructional resources for one another, and activating learners as owners of their own learning. The presentation also addressed service learning as a pedagogical approach that creates opportunities for deeper engagement through research practicum and engaged scholarship opportunities. Throughout the session, participants engaged in turn-and-share activities, table talks, and reflection exercises using the circle-square-triangle method to process key takeaways, discuss implementation strategies, and identify areas for further exploration. March 2018 Pittsburgh Regional Faculty Symposium Pittsburgh, Pennsylvania, USA This presentation discussed student engagement strategies for knowledge transfer and retention, covering formative assessment, feedback, and service learning approaches. Citation Zahorchak, G., & Blitz, C. L. (2018, March 8). Student Engagement as Effective Means to Knowledge Transfer and Retention [Conference presentation]. Pittsburgh Regional Faculty Symposium, Pittsburgh, Pennsylvania, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot Michael Kuchar, Frank V. Auriemma, Cynthia L. Blitz, & Elizabeth Jewett This presentation reports on a comprehensive three-year pilot study conducted by the Bergenfield School District in New Jersey as part of the Excellent Educators for New Jersey (EE4NJ) initiative. The study examined the relationship between teacher effectiveness measures and student achievement outcomes using multiple data sources including Danielson teacher observation ratings, Renaissance Learning Student Growth Percentile (SGP) data, New Jersey Department of Education SGP data, and University of Washington 5D evaluator training data. The research revealed several key findings that challenge traditional assumptions about teacher evaluation. Tenured teachers consistently scored higher on both observation ratings and student growth measures compared to untenured teachers. Elementary teachers received higher observation scores than middle or high school teachers, while teachers of untested subjects (such as specials and science) scored higher in observed classroom domains but lower in planning and professional responsibility domains. Significantly, the research demonstrated a moderate correlation between teacher observation ratings using the Danielson Framework and student growth as measured by Renaissance Learning assessments. The presentation highlights the district's systematic approach to building evaluator capacity, providing valuable insights for educational leaders seeking to implement research-based teacher evaluation systems that can genuinely improve instruction and student outcomes. January 2015 2015 College Board Middle States Regional Forum Baltimore, Maryland, USA Bergenfield NJ's 3-year pilot study using the Danielson Framework shows how data-driven teacher evaluation can improve student outcomes. Research confirms moderate correlation between observation ratings and student growth. Citation Kuchar, M., Auriemma, F. V., Blitz, C. L., & Jewett, E. (2015, January 28). Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot [Invited presentation]. 2015 College Board Middle States Regional Forum, Baltimore, Maryland, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Partnership and Progress: The Computer Science Teaching & Learning Collaboratory Cynthia L. Blitz & David J. Amiel In the March 2020 issue of Computer Science Newsletter, published by the International Society for Technology in Education, Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel describe dynamics often associated with computer science education in K-12 school districts and how lessons learned through the Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) researcher-practitioner partnership can be applied. Understanding that CS-TLC is a large project that is not replicable for many school districts, the article includes a compilation of key, replicable takeaways listed below and explained further in the newsletter article that they believe can be implemented by any school district looking to increase its capacity to provide high-quality, rigorous, and inclusive computer science education to students: Bring administrators to the table. Be curriculum agnostic. PD at your own pace. Empower every voice. March 2020 Computer Science Network Newsletter | Featured Article International Society for Technology in Education (ISTE) Findings from the Rutgers Computer Science Teaching and Learning Collaboratory informed these recommendations for K-12 school districts looking to provide rigorous and inclusive computer science education. Citation Blitz, C. L., & Amiel, D. J. (2020). Partnership and Progress: The Computer Science Teaching & Learning Collaboratory. Computer Science Newsletter: International Society for Technology in Education , 13 (7), 1–3. http://bit.ly/CSN_Newsletter-Mar2020 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Facilitators and Barriers to Employment Among Individuals with Psychiatric Disabilities: A Job Coach Perspective Cynthia L. Blitz & David Mechanic This study surveyed 28 job coaches from supported employment programs to understand what helps or hinders employment success for people with psychiatric disabilities. The coaches provided detailed accounts of their experiences with 112 clients, comparing those who successfully found jobs with those who struggled to secure employment. This perspective offers valuable insights into practical strategies that work in real-world employment settings. The research identified three key practices that effective job coaches use: thorough evaluation of each client's needs and abilities, targeted skills training, and removal of practical barriers like transportation or childcare issues. Job coaches focus on factors they can actually change rather than the mental health condition itself. They found that clients with higher education levels and previous work experience were more likely to succeed, and that individualized approaches work better than one-size-fits-all solutions. The findings reveal that most successful clients (80%) worked part-time, often to avoid losing disability benefits, and only 30% disclosed their psychiatric condition to employers. The study suggests that employment success depends on addressing multiple factors simultaneously - from building job skills to solving practical problems like getting to work. This research provides evidence for comprehensive, individualized support services that can help more people with psychiatric disabilities find and keep meaningful employment. September 2006 Work | Volume 26, Issue 4 This study examines employment facilitators and barriers for individuals with psychiatric disabilities from the perspective of job coaches, identifying best practices and intervention strategies. Citation Blitz, C. L., & Mechanic, D. (2006). Facilitators and Barriers to Employment Among Individuals with Psychiatric Disabilities: A Job Coach Perspective. Work , 26 (4), 407–419. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link